ANALYSIS OF THE LEARNING OUTCOMES OF THE TÜRKİYE CENTURY EDUCATION MODEL HIGH SCHOOL BIOLOGY COURSE CURRICULUM ACCORDING TO SOLO TAXONOMY
Abstract
This study aims to examine the learning outcomes of the Türkiye Century Education Model High School Biology Course Curriculum, which has been gradually implemented in Turkey since 2024, according to the SOLO taxonomy. The document analysis method, a qualitative research method, was used in the study. The research data were analyzed using a descriptive analysis approach. At the end of the study, it was determined that the learning outcomes of the program were mostly at the relational and extended abstract levels of the SOLO taxonomy. According to the analysis results, the fewest learning outcomes are at the unistructural level of the SOLO taxonomy, while the most learning outcomes are at the extended abstract level. The analysis results based on the themes of the curriculum show that there are no learning outcomes at the unistructural level in the "Response" theme, at the unistructural and multistructural levels in the "Homeostasis" theme, and at the multistructural level in the "Gene" theme. According to the analysis results in terms of grade level, it was determined that the learning outcomes at the extended abstract level increased with grade level, but the number of learning outcomes at the extended abstract level in the 12th grade was less than the number of learning outcomes at the extended abstract level in the 11th grade. Additionally, a number of recommendations were developed at the end of the study.
Keywords
Türkiye Century Education Model , High School Biology Course Curriculum , SOLO taxonomy
References
- Polat, S., & Turan, F. (2020). Analysis of the objectives and teacher practices in preschool curriculum in terms of revised bloom’s taxonomy. International Journal of Social, Political and Economic Research, 7(2), 292-310. https://doi.org/10.46291/IJOSPERvol7iss2pp292-310